New strategies will help students engage difficult concepts, receive faster feedback, and access support beyond traditional class hours

FRANKFORT, Ky. 鈥� In mathematics and physics, a difficult problem can become a turning point.

For 91传媒 faculty, the question is how to make sure that moment becomes an opportunity for deeper learning rather than a barrier to student success.

That focus guided a group of mathematics and physics faculty who participated in a professional learning event April 17 in Louisville, where educators explored approaches to student engagement, classroom feedback, and responsible use of artificial intelligence in academic support.

Faculty members attending included Dr. Michael Galbraith, Dr. Sujeewa Hapuarachchi, Ms. Sandamala Hettigoda, Dr. Dharma Khatiwada, and Dr. Johnathan Rogers.

The sessions offered practical strategies for helping students better understand complex material. One presentation used kirigami, the art of folding and cutting paper, to demonstrate mathematical concepts such as perimeter, area, and infinity. The hands-on activity gave faculty another way to make abstract ideas more visible, interactive, and accessible in the classroom.

Other sessions focused on tools that can help students continue learning outside class time. Digital resources expected to be available in Fall 2026 include AI-supported study tools, practice problems, virtual flashcards, videos, exam preparation resources, and tutoring support.

For students, those resources could provide another layer of help when they are working through assignments after class, outside office hours, or away from campus tutoring services.

鈥淭he AI tutor is a great tool that allows students who may not make it to office hours or on-campus tutoring an opportunity to get the help they need on their assignments,鈥� said Dr. Rogers, assistant professor of mathematics. 鈥淥f course, we will teach students how to use these new features responsibly, but we know that AI is not going anywhere. It is a new tool in education that we need to embrace and take advantage of in and outside of our classrooms.鈥�

Faculty also explored a classroom response tool that allows instructors to ask students content questions during class and view responses in real time. Students can work independently or in groups, while faculty can quickly assess understanding, provide feedback, and adjust instruction based on what students need.

The work reflects 91传媒鈥檚 broader commitment to student success in high-demand academic areas, including science, technology, engineering, mathematics, and health-related fields 鈥� often framed as STEM+H.

With the Fall 2026 semester on the horizon, 91传媒 mathematics and physics faculty are preparing to use what they learned to strengthen classroom engagement, provide more timely feedback, and help more students persist through the courses that often shape their academic paths.